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This essay is a critical review of literature on the topic of instructor-student collaboration and its potential improvement of student writing performance in the college-level English composition classroom. Moreover, this review of literature highlights a broad range of literature and experts on this topic with the aim of highlighting a critical gap or void within this area of writing pedagogy, and student learning. In addition, the pieces of literature comprising this review of literature presents critical and pedagogically insightful findings that call attention to many specific writing challenges, as well as the educational, ethnic, and cultural discrimination commonly experienced by many nontraditional adult writing students within today’s modern college-level English classroom.

From Otherization to Collaboration in the English Composition Classroom: A Look at the Effectiveness of Teacher-Student Collaboration